Results for 'Ilan Gur–ze'ev'

154 found
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  1.  15
    Remembering a Loving Warrior Ilan Gur-Ze'ev 1955–2012.Peter Mclaren - 2012 - Educational Philosophy and Theory 44 (2):125-128.
  2.  26
    Review of Ilan Gur-Ze’Ev, Beyond the Modern-Postmodern Struggle in Education. [REVIEW]Haim Gordon - 2010 - Studies in Philosophy and Education 29 (3):325-328.
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  3.  1
    Book Review: Critical Theory and Critical Pedagogy Today: Toward a New Critical Language in Education by Ilan Gur Ze'ev Haifa: University of Haifa Press, 2005 Reviewed by Megan Watkins. [REVIEW]M. Watkins - 2007 - Theory, Culture and Society 24 (4):146-152.
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  4. JME Referees in 1997.Cheryl Armon, Sheryle Bergman Drewe, Judith Boss, George Dei, Patrick Dillon, David Gooderham, Han Gur Ze'ev, Ann Higgins D'Alessandro, Kay Johnston & Yong Lin Moon - 1998 - Journal of Moral Education 27 (2):263.
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  5.  10
    Martin Buber’s Myth of Zion: National Education or Counter-Education?S. Daniel Breslauer - 2016 - Studies in Philosophy and Education 35 (5):493-511.
    If national education is, as Ilan Gur-Ze’ev thinks, inevitably a matter of agents for and victims of a national system, only a “counter-education” can correct it. Martin Buber shared many of Gur-Ze’ev’s concerns, but advocated a more positive view of national education. This essay examines Buber’s development of his pedagogical theory in its context, notes his influence on several educational models, investigates how his view of national education either continues or is ignored in the modern State of Israel, and (...)
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  6.  13
    Beyond the Modern-Postmodern Struggle in Education: Toward Counter-Education and Enduring Improvisation - by Gur-Ze'ev, I.Inna Semetsky - 2007 - Educational Philosophy and Theory 39 (6):676–677.
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  7. A Re-Thinking of Critical Pedagogy: A Review of Critical Theory and Critical Pedagogy Today: Toward a New Critical Language in Education Edited by Illan Gur-Ze'ev. [REVIEW]T. Ya Akovy - 2006 - Journal of Thought 41 (4):161.
     
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  8.  5
    Development of Social Emotions and Constructive Agents.Aaron Ben Ze'ev & Keith Oatley - 1996 - Behavioral and Brain Sciences 19 (1):124.
  9. Heidegger, Education, and Modernity.Michael A. Peters, Valerie Allen, Ares D. Axiotis, Michael Bonnett, David E. Cooper, Patrick Fitzsimons, Ilan Gur-Ze'ev, Padraig Hogan, F. Ruth Irwin, Bert Lambeir, Paul Smeyers, Paul Standish & Iain Thomson - 2002 - Rowman & Littlefield Publishers.
    Martin Heidegger is, perhaps, the most controversial philosopher of the twentieth-century. Little has been written on him or about his work and its significance for educational thought. This unique collection by a group of international scholars reexamines Heidegger's work and its legacy for educational thought.
     
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  10.  9
    The Eros of Counter Education.Pinhas Luzon - 2016 - Journal of Philosophy of Education 50 (3):461-473.
    Erotic Counter Education is the educational position of the late Ilan Gur- Ze'ev. In ECE Gur-Ze'ev combines two opposing positions in the philosophy of education, one teleological and anti-utopian, the other teleological and utopian. In light of this unique combination, I ask what mediates between these two poles and suggest that the answer lies in the concept of eros. Following a preliminary presentation of the concept of eros in ECE, I define it as a form of transcendental cognition that (...)
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  11.  3
    Degrees of Disenchantment: A Review Essay.Mark Brenneman & Frank Margonis - 2012 - Educational Theory 62 (2):225-247.
    In this review essay, Mark Brenneman and Frank Margonis address three recent book-length contributions to the ongoing discussion around cosmopolitanism and educational thought: Mark Olssen's Liberalism, Neoliberalism, Social Democracy: Thin Communitarian Perspectives on Political Philosophy and Education, Sharon Todd's Toward an Imperfect Education: Facing Humanity, Rethinking Cosmopolitanism, and Ilan Gur-Ze’ev's Beyond the Modern-Postmodern Struggle in Education: Toward Counter-Education and Enduring Improvisation. Brenneman and Margonis argue that these contributions exhibit a marked disenchantment with Enlightenment conceptions of human possibilities as these (...)
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  12.  9
    Toward a Nonrepressive Critical Pedagogy.Ilan Gur-Ze'ev - 1998 - Educational Theory 48 (4):463-486.
  13.  23
    Diasporic Philosophy, Counter-Education and Improvisation: A Reply.Ilan Gur-Ze’ev - 2008 - Studies in Philosophy and Education 27 (5):381-386.
  14.  54
    Discussion.Ilan Gur-Ze'ev - 2003 - Studies in Philosophy and Education 22 (3/4):317-323.
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  15.  5
    Cyberfeminism and Education in the Era of the Exile of Spirit.Ilan Gur-Ze'ev - 1999 - Educational Theory 49 (4):437-455.
  16. Socrates, Counter-Education, and Diasporic Love in a Postmodern Era.Ilan Gur-Ze ev - 2003 - Journal of Thought 38 (3):41-66.
     
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  17.  28
    Adorno and Horkheimer: Diasporic Philosophy, Negative Theology, and Counter-Education.Ilan Gur-Ze’Ev - 2005 - Educational Theory 55 (3):343-365.
    From a contemporary perspective, the work of the Frankfurt School thinkers can be considered the last grand modern attempt to offer transcendence, meaning, and religiosity rather than “emancipation” and “truth.” In the very first stage of their work, Adorno and Horkheimer interlaced the goals of Critical Theory with the Marxian revolutionary project. The development of their thought led them to criticize orthodox Marxism and ended in a complete break with that tradition, as they developed a quest for a unique kind (...)
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  18. Brill Online Books and Journals.Nathaniel Deutsch, Joel Kraemer, Josef Stern, Hannah Kasher, David Barzilai, Irene Kajon, Carolina Armenteros & Ilan Gur-Ze'ev - 1999 - Journal of Jewish Thought and Philosophy 8 (1).
     
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  19.  21
    The Production of Self and the Destruction of the Other's Memory and Identity in Israeli/Palestinian Education on the Holocaust/Nakbah.Ilan Gur-Ze'ev - 2001 - Studies in Philosophy and Education 20 (3):255-266.
    This paper characterizes a present institutionalizedunwillingness of both the Israeli and Palestinian educationalsystems to acknowledge each other's suffering because of the presenceof what the author terms `the otherness of the other.' This isdone largely through hegemonic control of memory of genocidesendured by both and through limiting constructions of the self.Coming to terms with `each other' paves the way for ahumanistic-oriented counter-education, one based in mutualacknowledgment and open dialogue.
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  20.  25
    Response to Haim Gordon’s Review of Beyond the Modern-Postmodern Struggle in Education.Ilan Gur-Ze’ev - 2010 - Studies in Philosophy and Education 29 (3):329-332.
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  21.  14
    Bildung and Critical Theory in the Face of Postmodern Education.Ilan Gur–ze'ev - 2002 - Journal of Philosophy of Education 36 (3):391–408.
  22.  17
    The Morality of Acknowledging/Not‐Acknowledging the Other's Holocaust/Genocide.Ilan Gur‐Ze'ev - 1998 - Journal of Moral Education 27 (2):161-177.
    Abstract The issue of producing and controlling the memories of the Holocaust is evaluated in this paper as a valid universal example of the struggle over self?identity and the recognition of ?the other? as a moral subject. The normal realisation of morality is presented as part of the denial of the other's identity, knowledge and value. The dialectics of the memories of the Holocaust and the possibility of a non?violent moral education is examined by questioning its treatment of the suffering (...)
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  23.  9
    Bildung and Critical Theory in the Face of Postmodern Education.Ilan Gur-Ze'ev - 2002 - Journal of the Philosophy of Education 36 (3):391-408.
  24.  31
    Sigal R. Ben-Porath, Citizenship Under Fire—Democratic Education in Times of Conflict.Ilan Gur-Ze’ev - 2009 - Studies in Philosophy and Education 28 (2):171-184.
  25.  9
    Philosophy of Peace Education in a Postmodern Era.Ilan Gur-Ze'ev - 2001 - Educational Theory 51 (3):315-336.
  26.  34
    Walter Benjamin and Max Horkheimer: From Utopia to Redemption.Ilan Gur-Ze'ev - 1999 - Journal of Jewish Thought and Philosophy 8 (1):119-155.
  27.  22
    Introduction: Conflicting Philosophies of Education in Israel.Ilan Gur-Ze'ev - 2000 - Studies in Philosophy and Education 19 (5/6):363-367.
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  28.  6
    Critical Education in Cyberspace?Ilan Gur-Ze'ev - 2000 - Educational Philosophy and Theory 32 (2):209–231.
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  29. Total Quality Management and Power/Knowledge Dialectics in the Israeli Army.Ilan Gur-Ze'ev - 1997 - Journal of Thought 32:9-36.
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  30.  5
    The Editor Wishes to Thank the Following Persons for Their Willingness to Serve as Reviewer for the Journal Between September 2002 and June 2003. [REVIEW]David Carr, Norman Feather, Jim Garrison, Ilan Gur Ze’ev, Ruth Irwin & Wendy Kohli - 2003 - Studies in Philosophy and Education 22 (535).
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  31.  1
    IX. The Logic Of Emotions: Aaron Ben-Ze'ev.Aaron Ben-ze'ev - 2003 - Royal Institute of Philosophy Supplement 52:147-162.
    The issue of whether emotions are rational is at the centre of philosophical and psychological discussions. I believe that emotions are rational, but that they follow different principles to those of intellectual reasoning. The purpose of this paper is to reveal the unique logic of emotions. I begin by suggesting that we should conceive of emotions as a general mode of the mental system; other modes are the perceptual and intellectual modes. One feature distinguishing one mode from another is the (...)
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  32.  43
    Intentionality and Feeling in Emotions: A Reply to Ben-Ze'ev.Mikko Salmela - 2003 - Consciousness and Emotion 4 (2):291-305.
  33.  10
    Frederick Beiser. Schiller as Philosopher: A Re-Examination (Oxford: Oxford University Press, 2008), Xiii+ 283 Pp. Ł19. 99 Paper. Aaron Ben-Ze'ev and Ruhama Goussinsky. In the Name of Love: Romantic Ideology and Its Victims (Oxford: Oxford University Press, 2008), Xvii+ 278 Pp. Ł19. 95 Cloth. Linda Ben-Zvi and Angela Moorjani, Eds. Beckett at 100: Revolving It All (Oxford: Oxford. [REVIEW]Nicholas Fotion & Boris Kashnikov - 2009 - The European Legacy 14 (2):249-252.
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  34. Robert F. Goodman and Benjamin Ben-Ze'ev, Eds., Good Gossip Reviewed By.Kenneth D. Beale - 1995 - Philosophy in Review 15 (2):106-108.
     
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  35. Aaron Ben-Ze'ev, The Perceptual System: A Philosophical and Psychological Perspective Reviewed By.Ross Cogan - 1994 - Philosophy in Review 14 (5):308-310.
     
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  36.  10
    Review of “the Subtlety of Emotions (MIT Press)” by Aaron Ben-Zé Ev (2000). [REVIEW]P. Zachar - 2001 - Consciousness and Emotion 2 (1):180-188.
  37.  1
    Albert Einstein.The Collected Papers of Albert Einstein. Volume 12: The Berlin Years: Correspondence, January–December 1921. Edited by, Diana Kormos Buchwald, Ze'ev Rosenkranz, Tilman Sauer, József Illy, and Virginia Iris Holmes. Lxxvii + 609 Pp., Illus., Apps., Bibl., Indexes. Princeton, N.J.: Princeton University Press, 2009. $140 .Albert Einstein.The Collected Papers of Albert Einstein. Volume 13: The Berlin Years: Writings and Correspondence, January 1922–March 1923. Edited by, Diana Kormos Buchwald, József Illy, Ze'ev Rosenkranz, and Tilman Sauer. 1,080 Pp., Illus., Apps., Bibl., Indexes. Princeton, N.J.: Princeton University Press, 2012. $125. [REVIEW]Massimiliano Badino - 2015 - Isis 106 (1):209-211.
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  38.  1
    Jewish Matrimonial Law in the Middle Ages. Ze'ev W. Falk.Guido Kisch - 1967 - Speculum 42 (4):731-733.
  39. Aaron Ben-Ze'ev, Love Online: Emotions on the Internet Reviewed By.Ronald de Sousa - 2004 - Philosophy in Review 24 (5):311-313.
     
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  40. Aaron Ben-Ze'ev, Love Online: Emotions on the Internet. [REVIEW]Ronald de Sousa - 2004 - Philosophy in Review 24:311-313.
     
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  41. Albert Einstein.The Collected Papers of Albert Einstein.Volume 10: The Berlin Years: Correspondence, May–December 1920, and Supplementary Correspondence, 1909–1920. Edited by Diana Kormos Buchwald; Tilman Sauer; Ze'ev Rosenkranz; József Illy; and Virginia Iris Holmes. Lxix + 683 Pp., Illus., Figs., Bibl., Apps., Indexes. Princeton, N.J.: Princeton University Press, 2006. $110. [REVIEW]Jan Lacki - 2008 - Isis 99 (4):850-851.
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  42. Aaron Ben-Ze'ev and Ruhama Goussinsky, In the Name of Love: Romantic Ideology and its Victims.Marion Ledwig - 2009 - Philosophy in Review 29 (3):157.
     
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  43. Lebovits Mitpalmes: Timlul Ṿe-Teʻud Ṿideʼo Shel 13 Sheʻot Pulmus: Yeshaʻayahu Leibovits Mitpalmes Be-Hanḥayat Yonah Hadari ʻim Avi Śagi, Zeʼev Harvi, Mosheh Halberṭal, Tamar Ros, Yaʻaḳov Leṿinger, Eliʻezer Goldman, Asa Kasher, ʻazmi Basharah Ṿe-Yosi Ziv. [REVIEW]Yeshayahu Leibowitz - 2013 - Karmel.
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  44. The Attributes of Substance in the Absolute Idealism of Spinoza: A Review of Ze'ev Levy's The'Relation of Spinoza's Concept of Substance to the Concept of Ultimate Reality'. [REVIEW]J. Thomas - 1998 - Ultimate Reality and Meaning 21 (3).
     
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  45. Aaron Ben-Ze Ev: The Subtlety of Emotions.Peter Zachar - 2001 - Consciousness and Emotion 2 (1):180-188.
     
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  46.  5
    Beyond the Destruction of the Other's Collective Memory: Blueprints for a Palestinian/Israeli Dialogue.I. Gur-Ze'ev & I. Pappe - 2003 - Theory, Culture and Society 20 (1):93-108.
    This article follows the formulation of a new Palestinian attitude toward the Holocaust memory. It presents it as a bold challenge to past Palestinian perceptions of and attitudes toward the Holocaust memory. This novel Palestinian stance connects the Holocaust memory to the memory of the Nakbah, the Palestinian catastrophe of 1948. It is part of a critical deconstruction of the manipulation of collective memory in the service of nationalism. The authors of this article respond by providing their own deconstruction of (...)
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  47. The Changing Status of Female Teachers in the Israeli Context.I. Gur-Ze'ev - 1998 - Journal of Thought 33:61-84.
     
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  48. The Metaphysics of Traffic Accidents and Education Towards an Alternative Public Sphere.I. Gur-Ze ev - 2000 - Journal of Thought 35 (3):37-66.
  49. The Vocation of Higher Education: Modern and Postmodern Rhetorics in the Israeli Academia on Strike.I. Gur-Ze'ev - 1997 - Journal of Thought 32:57-74.
     
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  50.  22
    Reflectivity, Reflection, and Counter-Education.Ilan Gu-Ze'ev, Jan Masschelein & Nigel Blake - 2001 - Studies in Philosophy and Education 20 (2):93-106.
    This article sets forward a new concept of reflection, to be contrasted with more usual reading of the concept for which we use the term `reflectivity'. The contrast is related to a distinction between normalizing education and counter-education. We claim that within the framework of normalizing education there is no room for reflection, but only for reflectivity. In contrast to reflectivity, reflection manifests a struggle of the subject against the effects of power which govern the constitution of her conceptual apparatus, (...)
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